Frequently Asked Questions

Who is Mentored?

The Wisconsin Center for the Blind and Visually Impaired (WCBVI) provides mentoring services to support the following individuals:

Newly Licensed TVIs: Teachers of the Visually Impaired who are working in the field while completing their full licensing requirements. Support continues until they are fully licensed.

First-Year Professionals: 1st-year TVIs or Orientation & Mobility (O&M) specialists who have recently completed an approved program. They receive one year of mentoring with an optional second year.

Returning or Out-of-State Professionals: TVIs or O&M specialists who are new to Wisconsin or re-entering the profession after an absence. These individuals receive one year of support with an optional second year.

Licensing Requirements

Orientation and Mobility (O&M) Specialists: In Wisconsin, an O&M specialist must have completed an O&M program approved by the Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) and hold a valid license from the Department of Public Instruction (DPI). For detailed application steps, visit the DPI O&M License page.

Teacher of the Visually Impaired (TVI) Proteges: To participate in this mentoring program as a TVI protege, you must hold a current teaching license. For more information on pathways and obtaining your license, visit the DPI Educator License page.

If you have a license based on reciprocity, please visit the DPI Pathways to Licensure page.

Who Are Mentors?

To ensure high-quality support, prospective mentors must meet specific professional and personal criteria.

TVI Mentor Requirements

A Teacher of the Visually Impaired (TVI) is qualified to mentor if they possess:

Experience: At least four years of professional experience as a TVI.

Commitment: A willingness to serve as a mentor for two years.

Approval: Written administrative approval and support from their district or employer.

O&M Mentor Requirements

Orientation and Mobility (O&M) specialists are qualified if they meet these standards:

Experience: At least four years of experience as an O&M Specialist.

Note: At least three of those years must have been in an educational setting serving a diverse student population (including students who are blind, have low vision, or have multiple disabilities).

Certification: Current Certified Orientation & Mobility Specialist (COMS) status is preferred.

Commitment: A willingness to serve as a mentor for two years.

Approval: Written administrative approval and support.

Personal Qualifications

Regardless of their specialty, all mentors should demonstrate:

Communication: Strong interpersonal and communication skills.

Expertise: A solid understanding of teaching children with visual impairments and a commitment to best practices.

Professionalism: High standards for themselves and others, with the ability to maintain clear professional boundaries while helping others.

Growth Mindset: An active interest in ongoing professional development.

What Are the Benefits of Mentoring?

Mentoring in the WCBVI program provides significant value for both the mentor and the protege, fostering professional growth and community within the vision field.

Professional Development: Mentoring offers a unique, hands-on opportunity for individuals to expand their skill sets and expertise.

Satisfaction and Growth: The relationship provides a deep sense of personal fulfillment as both parties see the impact of their collaboration.

Strengthening the Field: Mentoring new TVIs or O&Ms is a vital contribution to the profession, ensuring that students receive the highest quality services from well-supported vision professionals.

Building Connections: The program facilitates lasting professional bonds, bridging gaps between specialists at different career stages.

Professional Renewal: For experienced veterans, serving as a mentor is a powerful tool for career rejuvenation and personal renewal.

Certification Benefits: Mentors may also earn ACVREP points toward recertification.

How Do I Become a Mentor?

Mentors may be self-nominated or nominated by their school district, CESA, or private business. Applicants must complete and submit the following documentation:

Mentor Application for TVI/O&M

Professional Recommendation Form from someone with whom they have had a consulting relationship (regular education teacher, special education teacher, related service personnel, O&M specialist, etc.)

Supervisor Recommendation Form (If self-employed, this requirement is waived)

What Does a Mentor Do?

The primary role of a mentor is to provide guidance and support throughout the mentoring assignment. To track this progress, each team is issued a contact log via email upon confirmation of their match.

Prioritizing Needs: Early in the process, the team should review potential activities and prioritize them based on the protege’s specific goals.

Documentation: The mentor is responsible for maintaining the contact log. It serves as a tool to document interactions and help WCBVI gain a high-level view of program trends.

Non-Evaluative: Contact logs are used for program improvement, not for evaluating individual teams.

Will the Mentor Be Evaluating the Protege?

No. The relationship is strictly supportive, not evaluative. In accordance with PI 34.01, a mentor provides confidential formative assistance and does not participate in any formal employment evaluations.

Formative Support: Mentors offer feedback to help the protege grow but do not provide grades or performance ratings.

Eligibility: To maintain this boundary, if a mentor moves into a supervisory role within the same organization, they are no longer eligible to serve as a mentor for that protege.

What is the Length of the Mentor/Protege Relationship?

The program aims to provide a mentor for the first year of employment, with an optional second year extension. For proteges still in a training program, mentoring continues until all certification requirements are met.

Customized Duration: Because training models vary, the exact length of time is flexible to ensure the protege has sufficient support.

Adaptability: The timeline can be adjusted if the circumstances for either the mentor or the protege change.

Long-term Value: This duration is designed to help the pair build a lasting professional resource.

What Are the Time and Contact Requirements?

Specific time commitments will vary and are tailored to the individual needs of the mentor-protege team. Typically, mentors can expect to spend between 10 minutes and 2 hours per week on their duties.

For a protege with a strong educational background, the mentor should plan for the following minimum interactions:

Conduct one introductory meeting at the start of the school year (the “period of performance”).

Complete at least one informal in-person observation, where either the mentor or the protege observes the other.

Attend one shared professional development event, such as a webinar, conference, or district/CESA training.

Maintain a minimum of two routine contacts per month via text, email, phone, or virtual platform.

Facilitate a year-end closing meeting between the mentor and protégé to review progress.

Conduct trainings, meetings, and shared professional development virtually if preferred, but complete the required observation in person.

Coordination and Tracking

Initiation: Either the mentor or the protege may initiate contact.

Scheduling: Teams are encouraged to establish a regular contact schedule whenever possible.

Documentation: It is the mentor’s responsibility to record all interactions in the WCBVI Contact Log.

What Is the Impact of a One-Year or Three-Year License with Stipulations?

In Wisconsin, it is possible for TVI proteges to obtain a one-year or three-year license with stipulations, allowing them to be hired as TVI teachers without having completed their coursework first.

TVI Eligibility: This option provides a pathway for districts to hire candidates who are currently in progress or willing to pursue the necessary TVI training while working.

O&M Restriction: Please note that these one-year or three-year licenses with stipulations are NOT available for Orientation and Mobility (O&M) specialists.

Support Level: TVI proteges working under these stipulations will likely require more frequent and intensive support from their mentors, particularly during their first year in the field.

What Formats Can Be Used for Contact Between Mentor and Protege?

While an informal observation must be conducted in person, other contacts may occur through various methods. Mentors and proteges can choose to interact via:

In-person meetings

Video conferencing

Telephone conversations

Videotaped demonstrations or observations

Email and text messages

Resource sharing, such as sending articles, kits, or books

“Shadowing” where the protege observes the mentor

When Is Professional Support Available from WCBVI Outreach Services?

If a mentor cannot spend enough direct contact time at a protege’s district—often due to working in different locations—the team can request additional help. Support is available from a TVI or O&M consultant through WCBVI Outreach Services, who will customize on-site assistance based on the team’s needs.

Potential topics for this support include:

Assessments: Functional vision, learning media, low vision, and O&M evaluations.

Professional Roles: Understanding the responsibilities of VI professionals.

Early Intervention: Preschool consultations.

Multiple Impairments: Strategies for students with sensory needs, including active learning, calendars, and routines.

Service Delivery: Navigating consultation versus direct services.

Operations: Effective caseload management.

For more information or to request help, you can contact WCBVI Outreach directly.

How Is the Mentor/Protege Working Relationship Supported by WCBVI?

Ongoing Access: Both mentors and proteges can contact Mentor Coordinators anytime with questions or concerns.

Proactive Outreach: In the fall, a WCBVI program coordinator will reach out to proteges to introduce themselves and offer guidance.

Peer Networking: Proteges are encouraged to connect with one another; WCBVI facilitates these introductions.

Continuous Improvement: WCBVI uses program evaluations to gather feedback and improve the mentoring experience.

What Will the Protege Bring to an Organization

Beyond increased expertise, lower turnover, and better student outcomes, proteges help organizations by:

Accessing Quota Funds: Obtaining free educational materials for eligible students.

Utilizing Technology Trials: Leveraging WCBVI’s “try before you buy” program for the latest assistive technology.

Requesting Expertise: Accessing specialized consultations from the WCBVI Outreach team.

Engaging Families: Implementing family engagement activities tailored to students with visual impairments.

Expert Guidance: Gaining vision-specific advice from seasoned veterans in the field.

Improving IEPs: Providing initial and ongoing student evaluations for IEP development.

Navigating Systems: Developing a deep understanding of Wisconsin’s unique eligibility criteria and service procedures.

What Is the Timeline for Training?

Spring: Recruitment of mentors for the upcoming school year.

Spring/Summer: Mentors complete a 1.5-day training session.

Post-Training: Mentors are matched with their proteges.

Annual Refreshers: Mentors attend a yearly mini training to stay current on federal/state statutes, best practices, and administrative documentation.

What Is the Timeline for Being Matched with a Mentor?

Following the spring or summer mentor training, a mentor is matched with a protege.

What Compensation Can a Mentor Expect?

Annual Stipend: Monetary compensation per protege, provided at the end of the school year.

Training Expenses: Lodging and meals provided during WCBVI in-person training and refresher sessions.

Is There a Financial Cost for the Employer of the Mentor or Protege?

No, the mentor is compensated by WCBVI Outreach at the end of the school year.

What Are the Roles and Responsibilities of the Mentor and the Employer?

Role of TVI Mentors and O&M Mentors:

Offer guidance and support but are not expected to train or evaluate.

Support proteges by showing them where to find information regarding APH Federal Quota ordering, registration, understanding assessments, registering for free professional development through the APH Hive, and on information related to the WCBVI AEM team.

Direct proteges to vision specific professional development opportunities.

Employer responsibilities:

Provide reasonable accommodations for their employees to ensure equal access and job performance.

Direct employees to helpful resources, such as general district technology staff.

Support the setup and maintenance of necessary technology.

Who Do I Contact with Questions?

WCBVI Mentoring Coordinators are available to meet with district administrators, either individually or in groups, to:

Explain the structure and benefits of the mentoring program.

Address specific questions regarding administrative roles.

Facilitate the support needed for a successful mentor/protege partnership.

For questions about the WCBVI Mentoring Program, please send an email to: wcbvi.outreach@wcbvi.k12.wi.us